References
Atkinson, B. J. (2013). Mindfulness training and the cultivation of secure, satisfying couple relationships. Couple and Family Psychology: Research and Practice, 2(2), 73–94.
Babosik, Z. (2016). Social competences. Practice and Theory in Systems of Education. Journal of Contemporary Educational Psychology, 3(1), 23-26.
Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–142.
Bahadori, A., Kalehrohani Golkar, M., & Pashang, S. (2021). Determining the effectiveness of group cognitive therapy based on mindfulness on weight, body image, and self-esteem of individuals with obesity. Journal of Disability Studies, 11, 52, 1-9 [In Persian]
Birami, M., Hashemi Nasratabad, T., Badri Gorgari, R., & Dabiri, S. (2016). The effectiveness of social competence training based on the Flanner model on the social adjustment of students who are victims of bullying, considering the type of social goal orientations. Quarterly Journal of Clinical Psychology Studies, 6(23), 1–26. [In Persian]
Bögels, S. M., Hoogstad, B., van Dun, L., de Schutter, S., & Restifo, K. (2008). Mindfulness training for adolescents with externalizing disorders and their parents. Behavioural and Cognitive Psychotherapy, 36, 193–209.
Bögels, S., Hoogstad, B., van Dun, L., de Schutter, S., & Restifo, K. (2008). Mindfulness training for adolescents with externalizing disorders and their parents. Behavioural and Cognitive Psychotherapy, 36(2), 193–209.
Brody, G. H., Miller, G. E., Yu, T., Beach, S. R., & Chen, E. (2016). Supportive family environments ameliorate the link between racial discrimination and epigenetic aging: A replication across two longitudinal cohorts. Psychological Science, 27(4), 530–541.
Centeno, R. P. R., & Fernandez, K. T. G. (2020). Effect of mindfulness on empathy and self-compassion: An adapted MBCT program on Filipino college students. Behavioral Sciences, 10(3), 61.
Checa, P., Rodríguez-Bailón, R., & Rueda, M. R. (2008). Neurocognitive and temperamental systems of self-regulation and early adolescents’ social and academic outcomes. Mind, Brain, and Education, 2(4), 177–187.
Choi, Y. S., & Kim, M. A. (2019). The effect of mindfulness-based cognitive therapy program on stress, self-esteem, and depression of nursing students. The Journal of the Korea Contents Association, 19(2), 22–210.
Cummings, E. G. M., McCoy, K., & Davies, P. (2012). Interparental conflict in kindergarten and adolescent adjustment: Prospective investigation of emotional security as an explanatory mechanism. Child Development, 83(5), 1703–1715.
Dasht Bozorgi, Z., & Shamsirgaran, M. (2018). The effectiveness of positive thinking training on social competence and health resilience in nurses. Journal of Positive Psychology Research, 4(2), 13–24. [In Persian]
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Perspectives on motivation, 38 (pp. 237–288). Lincoln, NE: University of Nebraska Press.
Dehghani, S., Rostami, R., & Aslani, S. (2017). Addiction in adolescents: A review of neuroscientific discussions. Journal of Psychology Growth, 6(3), 115–134. [In Persian]
Duarte, R., Lloyd, A., Kotas, E., Andronis, L., & White, R. (2019). Are acceptance and mindfulness-based interventions ‘value for money’? Evidence from a systematic literature review. British Journal of Clinical Psychology, 58(2), 187–210.
Duncan, B. L., Miller, S. D., Wampold, B. E., & Hubble, M. A. (2009). The heart and soul of change: Delivering what works in therapy. Washington, DC: American Psychological Association.
Durlak, A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2015). Increasing students' socio-emotional skills with respect to parental and school partnerships. Articles Raising Healthy Children, January, 502–559.
Ebrahimpoor, D., & Nakhshipour, E. (2016). The relationship between the degree of presence and activity in cyberspace with the level of marital adjustment among married men and women referring to counseling centers in Urmia. Woman and Family Studies, 39(11) 133–153. [In Persian]
Elbably, Y., & Nemt-Allah, M. (2024). A mindfulness-based intervention on verbal insight and social problem-solving in university students. Journal of Palestine Ahliya University for Research and Studies, 3(1), 164–177.
Fazel, S., Burghart, M., Wolf, A., Whiting, D., & Yu, R. (2024). Effectiveness of violence prevention interventions: Umbrella review of research in the general population. Trauma, Violence, & Abuse, 25(2), 1709–1718.
Felner, I., Nowik, I., Bauminger, E. R., Hechel, D., & Yaron, U. (1990). Competition between superconductivity and antiferromagnetism in Cu(2) layers of Y₁−ₓPrₓBa₂Cu₃−yMᵧO_z, M = Fe, Co, Zn. Physical Review Letters, 65(15), 1945.
Ghadampour, I., Youssefvand, L., & Radmehr, P. (2016). The effectiveness of cognitive therapy based on mindfulness on improving self-esteem in women with coronary artery disease. Journal of Positive Psychology Research, 2(3), 120–133. [In Persian]
Ghorbannejad, A., Mohammadipour, M., & Soleimanian, A. A. (2018). The effectiveness of mindfulness training on intelligence beliefs and study strategies in male students. Quarterly Journal of Sociology of Education, 6, 16–31. [In Persian]
Gratz, K. L., & Tull, M. T. (2010). Emotion regulation as a mechanism of change in acceptance- and mindfulness-based treatments. In R. A. Baer (Ed.), Assessing mindfulness and acceptance processes in clients: Illuminating the theory and practice of change (pp. 107–133). Oakland, CA: Context Press/New Harbinger Publications.
Gu, J., Strauss, C., Bond, R., & Cavanagh, K. (2015). How do mindfulness-based cognitive therapy and mindfulness-based stress reduction improve mental health and wellbeing? A systematic review and meta-analysis of mediation studies. Clinical Psychology Review, 37, 1–12.
Haar, K., El-Khani, A., Mostashari, G., Hafezi, M., Malek, A., & Maalouf, W. (2021). Impact of a brief family skills training programme (“Strong Families”) on parenting skills, child psychosocial functioning, and resilience in Iran: A multisite controlled trial. International Journal of Environmental Research and Public Health, 18(21), 11137.
Hajeban Moghadam, F., Salehi Amiri, R., & Ghafari, G. (2017). Designing a robust family model: The subject of the outlook document of the Islamic Republic of Iran in the horizon of 1404 AD. Journal of Social Studies in Iran, 11(1), 42–71. [In Persian]
Hanson, P., Shuttlewood, E., Halder, L., Shah, N., Lam, F. T., Menon, V., et al. (2019). Application of mindfulness in a tier 3 obesity service improves eating behavior and facilitates successful weight loss. Journal of Clinical Endocrinology & Metabolism, 104(3), 793–800. https://doi.org/10.1210/jc.2018-00578
Henderson, A., & Mapp, K. L. (2016). Investigating the relationship between the meetings of the Association of Ombudsman and the facilitator and increasing the social relations of students. National Center for Family and Community Connections with Schools.
Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6, 537–559.
Horn, A., Reich, M. M., Ewert, S., Li, N., Al-Fatly, B., Lange, F., … & Kühn, A. A. (2022). Optimal deep brain stimulation sites and networks for cervical vs. generalized dystonia. Proceedings of the National Academy of Sciences, 119(14), e2114985119.
Hu, Z., Wen, Y., Wang, Y., Lin, Y., Shi, J., Yu, Z., … & Wang, Y. (2022). Effectiveness of mindfulness-based interventions on empathy: A meta-analysis. Frontiers in Psychology, 13, 992575.
Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109–119.
Kameli, Z., Hashemiabadi, B. A., & Aghamohammadian Shaerbaf, H. (2011). Investigating the effectiveness of cognitive group therapy focused on schema on changing maladaptive schemas in orphaned and disadvantaged adolescent girls. Clinical Psychology and Counseling Studies, Ferdowsi University of Mashhad, 1(1), 14–36. [In Persian]
Karimi, L. (2017). Investigating the relationship between family communication patterns and emotional maturity with social adjustment of high school students in Safashahr (Unpublished master’s thesis) Islamic Azad University of Marvdasht. [In Persian]
Kelly, F., Dempsey, D., Power, J., Bourne, K., Hammarberg, K., & Johnson, L. (2019). From stranger to family or something in between: Donor linking in an era of retrospective access to anonymous sperm donor records in Victoria, Australia. International Journal of Law, Policy and the Family, 33(3), 277–297.
Kerry, J., Kuyken, W., Hastings, R. P., Rothwell, N., & Williams, J. M. G. (2004). Training teachers to deliver mindfulness-based interventions: Learning from the UK experience. Mindfulness, 1, 74–86.
Kiani, B., Hadianfard, H., & Mitchell, J. T. (2017). The impact of mindfulness meditation training on executive functions and emotion dysregulation in an Iranian sample of female adolescents with elevated attention-deficit/hyperactivity disorder symptoms. Australian Journal of Psychology, 69(4), 273–282.
Križan, H., Ferić, M., & Belošević, M. (2024). The impact of family communication on adolescent satisfaction with family life across different family structures. Jahr–European Journal of Bioethics, 15(1), 9–31.
Kumpfer, K. L., & Johnson, J. L. (2011). Enhancing positive outcomes for children of substance-abusing parents. In B. A. Johnson (Ed.), Addiction Medicine (Vol. 1, Issue 2, pp. 1307–1329). Saunders
Kumpfer, K. L., Xie, J., & Driscoll, R. (2012). Effectiveness of a culturally adapted Strengthening Families Program 12–16 years for high-risk Irish families. Child and Youth Care Forum, 41(2), 173–195.
Kumpfer, K., Whiteside, H. O., Greene, J. A., & Allen, K. C. (2010). Effectiveness outcomes of four age versions of the SFP in statewide field sites. Group Dynamics: Theory, Research, and Practice, 12(3), 211–229.
Lalita, R., & Mittal, R. (2024). Social competence and altruistic behaviour among adolescents: A review study. International Journal for Multidisciplinary Research, 6(1), 205–240.
Lindahl, K., Bregman, H., & Malik, N. (2012). Family boundary structures and child adjustment: The indirect role of emotional reactivity. Journal of the Division of Family Psychology of the American Psychological Association, 26(6), 839–847.
Livazovic, G., & Hrvatska, R. Z. (2017). Role of family, peers, & school in externalized adolescent risk behavior. Hrvatska Revija za Rehabilitacijska Istraživanja, 53(Supplement), 186–203.
Lokita, K. E., Siahaan, F. M. M., & Widyasari, P. (2021). The mediating effect of emotion regulation on the mindfulness and impulsivity of high school students. Psikohumaniora: Jurnal Penelitian Psikologi, 6(2), 199–214.
McGill, J., Adler-Baeder, F., & Rodriguez, P. (2016). Mindfully in love: A meta-analysis of the association between mindfulness and relationship satisfaction. Journal of Human Sciences and Extension, 4(1), 89–101.
Modi, S., Joshi, U., & Narayanakurup, D. (2018). To what extent is mindfulness training effective in enhancing self-esteem, self-regulation and psychological well-being of school-going early adolescents? Journal of Indian Association for Child and Adolescent Mental Health, 14(4), 89–108.
Mohammadipour, R. (2023). Mindfulness training for adolescents with internet addiction and identity crisis in Qom city. The Second National Conference on Psychotherapy in Iran, Tehran. [In Persian]
Neppl, T. K., Wedmore, H., Senia, J. M., Jeon, S., & Diggs, O. (2019). Couple interaction and child social competence: The role of parenting and attachment. Social Development, 28(2), 347–363.
Nesaiyan, A., & Asadi Ghandani, R. (2016). The effectiveness of social skills training on behavior problems in adolescents with intellectual disabilities. Rehabilitation Journal, 17(2), 158–167. [In Persian]
Nezempour, R., Mashhadi, A., & Bigdeli, I. A. (2018). Mindfulness-based stress reduction group therapy on aggression and risk behavior of orphaned adolescent boys. Clinical Psychology Journal, 10(2), 59–70. [In Persian]
Okorodudu, G. N. (2010). Influence of parenting styles on adolescent delinquency in Delta Central Senatorial District. Edo Journal of Counselling, 3(1), 58–68.
Pagnini, F., Cavalera, C., Rovaris, M., Mendozzi, L., Molinari, E., Phillips, D., & Langer, E. (2019). Longitudinal associations between mindfulness and well-being in people with multiple sclerosis. International Journal of Clinical and Health Psychology, 19, 22–30.
Pickerell, L. E., Pennington, K., Cartledge, C., Miller, K. A., & Curtis, F. (2023). The effectiveness of school-based mindfulness and cognitive behavioural programmes to improve emotional regulation in 7–12-year-olds: A systematic review and meta-analysis. Mindfulness, 14, 1068–1087.
Rahman, W., Mullick, M., Pathan, M. A. S., Chowdhury, N. F., Shahidullah, M., Ahmed, H., et al. (2012). Prevalence of behavioral and emotional disorders among the orphans and factors associated with these disorders. Bangabandhu Sheikh Mujib Medical University Journal, 5(1), 29–34.
Rahmani, M. (2018). Examining the effectiveness of mindfulness training on self-efficacy and morale of female teachers in the city of Mashhad. National Conference on New Achievements in Education, Psychology, Law and Socio-Cultural Studies, Tehran. [In Persian]
Rasoulzadeh, H., Hashemi, T., Zangulehchi, Z., & Amjad, A. (2016). The role of mindfulness and attachment in emotion regulation. The First National Conference on Family and Emerging Issues, Tabriz. [In Persian]
Rewers, M. J., Pillay, K., De Beaufort, C., Craig, M. E., Hanas, R., Acerini, C. L., & Maahs, D. M. (2014). Assessment and monitoring of glycemic control in children and adolescents with diabetes. Pediatric Diabetes, 15, 102-114.
Rodríguez-Ledo, C., Orejudo, S., Cardoso, M. J., Balaguer, Á., & Zarza-Alzugaray, J. (2018). Emotional intelligence and mindfulness: Relation and enhancement in the classroom with adolescents. Frontiers in Psychology, 9, 2162.
Salsabilla, S., Rizkyanti, C. A., & Yudha, Y. H. (2022). Family communication patterns sebagai mediator antara empati dan konflik orang tua-anak pada remaja. Persona: Jurnal Psikologi Indonesia, 10(2), 207–223.
Schutte, N. S., Malouff, J. M., Bobik, C., Coston, T. D., Greeson, C., Jedlicka, C., & Wendorf, G. (2001). Emotional intelligence and interpersonal relations. The Journal of Social Psychology, 141(4), 523–536.
Segrott, J., Gillespie, D., Lau, M., Holliday, J., Murphy, S., Foxcroft, D., Hood, K., Scourfield, J., Phillips, C., Roberts, Z., Rothwell, H., Hurlow, C., & Moore, L. (2022). Effectiveness of the Strengthening Families Programme in the UK at preventing substance misuse in 10–14 year-olds: A pragmatic randomised controlled trial. BMJ Open, 12(2), e049647.
Shafiq, H., Hanif, R., & Shafiq, S. (2023). Family functioning and social competence in adolescents: Mediating role of emotional regulation. Pakistan Journal of Social Research, 5(2), 905–913.
Sharma, M. K., Sharma, M. P., & Marimuthu, P. (2016). Mindfulness-based program for management of aggression among youth. Indian Journal of Psychological Medicine, 38(3), 213–216.
Shujja, S., Malik, F., & Khan, N. (2015). Social Competence Scale for Adolescents (SCSA): Development and validation within cultural perspective. Journal of Behavioural Sciences, 25(1), 59–77.
Singh, N. N., Lancioni, G. E., Winton, A. S., Adkins, A. D., Singh, J., & Singh, A. N. (2007). Mindfulness training assists individuals with moderate mental retardation to maintain their community placements. Behavior Modification, 31(6), 800–814.
Spoth, R. L., Redmond, C., Trudeau, L., & Shin, C. (2002). Longitudinal substance initiation outcomes for a universal preventive intervention combining family and school programs. Psychology of Addictive Behaviors, 16(2), 129–134.
Spoth, R., Guyll, M., Chao, W., & Molgaard, V. (2003). Exploratory study of a preventive intervention with general population African American families. The Journal of Early Adolescence, 23(4), 435–468.
Sternson, S. M., & Roth, B. L. (2014). Chemogenetic tools to interrogate brain functions. Annual Review of Neuroscience, 37(1), 387–407.
Susman, E. J., & Dorn, L. D. (2009). Puberty: Its role in development. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 116–151). New Jersey: John Wiley & Sons, Inc.
Vater, A., & Schröder-Abé, M. (2015). Explaining the link between personality and relationship satisfaction: Emotion regulation and interpersonal behaviour in conflict discussions. European Journal of Personality, 29(2), 201–215.
Walsh, J. J., Balint, M. G., Smolira, S. J. D. R., Fredericksen, L. K., & Madsen, S. (2009). Predicting individual differences in mindfulness: The role of trait anxiety, attachment anxiety and attentional control. Personality and Individual Differences, 46(2), 94–99.
Wati, M., Sutiniasih, N., Mahtari, S., & Annur, S. (2020, June). Developing physics teaching materials based on authentic learning to train problem-solving skills. In Journal of Physics: Conference Series (Vol. 1567, No. 3, p. 032084). IOP Publishing.
Weger, H., Jr., Castle Bell, G., Minei, E. M., & Robinson, M. C. (2014). The relative effectiveness of active listening in initial interactions. International Journal of Listening, 28(1), 13–31.
Youngblade, L. M. (2024). Intentional allyship at the intersection: Moving the human sciences forward. Journal of Family Theory & Review, 14(3), 113–150.
Yüksel Doğan, R., & Metin, E. N. (2023). Exploring the relationship between mindfulness and life satisfaction in adolescents: The role of social competence and self-esteem. Child Indicators Research, 16, 1453–1473.
Zabihihesari, N. K., Hoveizeh, Z., Mokhtari Youssefabad, S. E., Hosseini, B., & Jahromi, S. (2019). The impact of social skills training on the mental well-being, emotional dysregulation, and social competence of children with oppositional defiant disorder. Quarterly Journal of Child Mental Health, 6(3), 137–150. [In Persian]
